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Integrating School Psychology and Applied Behavior Analysis: a Proposed Training Model

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Abstract

It is critical that schools reduce maladaptive behaviors and increase prosocial behavior through the provision of high-quality evidence-based practices (EBP). School psychologists are uniquely positioned to facilitate the delivery of evidence-based applied behavior analytic EBPs, with regard to the foundational training they typically receive in the areas of assessment, intervention, and consultation. However, the lack of comprehensive behavioral training in school psychology graduate programs exposes an existing training gap. Given a substantial content overlap and the significant contributions ABA offers to school-based practice, school psychology training programs should consider providing a stronger behavior analytic component that will enable program graduates to obtain the Board Certified Behavior Analyst (BCBA) certificate and more effectively address behavioral needs in schools. This paper describes the rationale for integrating a BCBA track into school psychology programs and discusses practical considerations that may arise.

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  1. University of Utah, 1721 Campus Center Drive, SAEC 3220, Salt Lake City, UT, 84112, USA

    Aaron J. Fischer, Erica Lehman, Jenna Miller, Momoko Yamashita, Rob E. O’Neill & William R. Jenson

  2. Minnesota State University, Mankato, MN, USA

    Daniel Houlihan

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Fischer, A.J., Lehman, E., Miller, J. et al. Integrating School Psychology and Applied Behavior Analysis: a Proposed Training Model. Contemp School Psychol 25, 51–65 (2021). https://doi.org/10.1007/s40688-018-00223-y

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